Curricula

Emergency Medicine Curriculum Utilizing the Flipped Classroom Method: Environmental Emergencies

Daniel Bachmann, MD*, Sarah Gartner, BS^, Andrew King, MD*, Nicholas Kman, MD*, Mary Jo A Bowman, MD† and Michael Barrie, MD*

DOI: https://doi.org/10.21980/J8TP8Z Issue 4:2[mrp_rating_result]
Through a flipped classroom design, we aim to teach the presentation and management of environmental emergencies, specifically cold related illness, heat related illness, undersea medicine, high altitude medicine, submersion, electrocution, radiation injury, and envenomation. This unique, innovative curriculum utilizes resources chosen by education faculty and resident learners, study questions, real-life experiences, and small group discussions in place of traditional lectures. In doing so, a goal of the curriculum is to encourage self-directed learning, improve understanding and knowledge retention, and improve the educational experience of our residents.
WildernessCurricula

Novel Emergency Medicine Curriculum Utilizing Self-Directed Learning and the Flipped Classroom Method: Hematologic/Oncologic Emergencies Small Group Module

Michael G Barrie, MD*, Chad L Mayer, MD*, Colin Kaide, MD*, Emily Kauffman, DO*, Jennifer Mitzman, MD*, Matthew Malone, MD*, Daniel Bachmann, MD*, Ashish Panchal, MD*, Howard Werman, MD*, Benjamin Ostro, MD* and Andrew King, MD*

DOI: https://doi.org/10.21980/J8VW56Issue 4:1[mrp_rating_result]
We aim to teach the presentation and management of psychiatric emergencies through the creation of a flipped classroom design. This unique, innovative curriculum utilizes resources chosen by education faculty and resident learners, study questions, real-life experiences, and small group discussions in place of traditional lectures. In doing so, a goal of the curriculum is to encourage self-directed learning, improve understanding and knowledge retention, and improve the educational experience of our residents.
Hematology/OncologyCurricula

A Simulation-Based Curriculum for the Development of Leadership and Communication Skills for Emergency Medicine Residents

Rachel Thorpe, MD*, Renee H Connolly, PhD^ and Christopher Gainey, MD*

DOI: https://doi.org/10.21980/J8R33KIssue 4:1[mrp_rating_result]
This educational intervention was developed to provide physician learners a safe learning environment to practice critical leadership skills, including overcoming team member limitations, navigating power struggles, addressing team morale, and managing disruptive team members.
Miscellaneous (stats, etc)CurriculaSimulation

An OSCE Evaluation Tool for the Assessment of Emergency Medicine Resident Progression Performance of ACGME Patient Case and Interpersonal Communication Milestones

Miriam Kulkarni, MD*, Tiffany Murano, MD*, Harsh Sule, MD^, Jill Ripper, MD^ and Gregory Suglaski, MD^

DOI: https://doi.org/10.21980/J8J63RIssue 3:1[mrp_rating_result]
Our goal was to create a standardized OSCE based formative assessment tool that could be deployed with minimal resource utilization. The purpose of our tool is to provide data regarding Emergency Medicine Residents’ performance in ACGME patient care milestones as they progress longitudinally through their residency.
CurriculaMiscellaneous (stats, etc)
Creative Commons images

A Model Curriculum for an Emergency Medical Services (EMS) Rotation for Emergency Medicine Residents

Michael Mancera, MD*, Aaron Kraut, MD*, Megan Gussick, MD* and Michael Lohmeier, MD*

DOI: https://doi.org/10.21980/J8DD0FIssue 3:1[mrp_rating_result]
The aim of this curriculum is to provide a robust learning experience for EM residents around prehospital care and EMS that fulfills the ACGME requirements and which can be easily replicated and implemented in a variety of EM residency training programs.
EMSCurriculaSmall Group Learning

Novel Emergency Medicine Curriculum Utilizing Self-Directed Learning and the Flipped Classroom Method: Obstetric and Gynecologic Emergencies Small Group Module

Jillian McGrath, MD*, Arwa Mesiwala, MD*, Michael Barrie, MD*, Creagh Boulger, MD, RDMS*, Laura Thompson, MD*, Jennifer Mitzman, MD*, Diane Gorgas, MD*, Geremiha Emerson, MD*, Sorabh Khandelwal, MD*, Alyssa Tyransky^ and Andrew King, MD*

DOI: https://doi.org/10.21980/J8DK9K Issue 2:4[mrp_rating_result]
We aim to teach the presentation and management of obstetric and gynecologic emergencies through the creation of a flipped classroom design. This unique, innovative curriculum utilizes resources chosen by education faculty and resident learners, study questions, real-life experiences, and small group discussions in place of traditional lectures. In doing so, a goal of the curriculum is to encourage self-directed learning, improve understanding and knowledge retention, and improve the educational experience of our residents.
CurriculaOb/GynSmall Group Learning

Novel Emergency Medicine Curriculum Utilizing Self-Directed Learning and the Flipped Classroom Method: Head, Eyes, Ears, Nose and Throat Emergencies Small Group Module

Andrew King, MD*, Paul Crawford *, Christopher San Miguel, MD*, Michael Barrie, MD*, Sandra Spencer, MD^, Alyssa Tyransky* and Nicholas Kman, MD*

DOI: https://doi.org/10.21980/J8PW5N Issue 2:4[mrp_rating_result]
We aim to teach the presentation and management of HEENT emergencies through the creation of a flipped classroom design. This unique, innovative curriculum utilizes resources chosen by education faculty and resident learners, study questions, real-life experiences, and small group discussions in place of traditional lectures. In doing so, a goal of the curriculum is to encourage self-directed learning, improve understanding and knowledge retention, and improve the educational experience of our residents.
CurriculaENTSmall Group Learning

Novel Emergency Medicine Curriculum Utilizing Self-Directed Learning and the Flipped Classroom Method: Psychiatric Emergencies Small Group Module

Andrew King, MD*, Sarah Greenberger, MD*, Michael Prats, MD*, Creagh Boulger, MD*, Alyssa Tyransky*, Laura Thompson ,MD*, Nicholas Kman, MD*, Cynthia Leung, MD, PhD*, Jennifer Mitzman, MD*, Michael Barrie, MD*, Sorabh Khandelwal, MD* and Christopher San Miguel, MD*

DOI: https://doi.org/10.21980/J8DP7V Issue 2:3[mrp_rating_result]
We aim to teach the presentation and management of psychiatric emergencies through the creation of a flipped classroom design. This unique, innovative curriculum utilizes resources chosen by education faculty and resident learners, study questions, real-life experiences, and small group discussions in place of traditional lectures. In doing so, a goal of the curriculum is to encourage self-directed learning, improve understanding and knowledge retention, and improve the educational experience of our residents.
PsychiatryCurriculaSmall Group Learning